1. Using Multiple Measures ASSESSING STUDENT ACHIEVEMENT

2. GOOD ASSESSMENT DATA Tell what students know and are able to do Provide information for making instructional decisions Come in many forms

3. DIFFERENT KINDS OF ASSESSMENT Give you different information Lead to different learning Meet the needs of different learners

4. NO ONE KIND OF ASSESSMENT… Give you different information Lead to different learning Meet the needs of different learners

5. NO ONE KIND OF ASSESSMENT… Is adequate and sufficient, in and of itself, to tell you what students know and are able to do OR to provide information for making instructional decisions Satisfies a sound accountability system

6. Formative Assessment Assessment used to directly improve learning. The teacher finds out what the students already know and guides their further knowledge. It discovers gaps and misconceptions in knowledge which must be repaired before more learning can occur.

7. Formative Assessment Diagnostic – to identify preconceptions, lines of reasoning, and learning difficulties Formative – to inform instruction and provide feedback to students on their learning

8. It features: a. The goals of the lesson – which must be clear to the student b. The student must begin to understand their level of understanding with respect to the goal c. Feedback is necessary for the student to understand the reasons for progress (or lack of it)

9. d. Feedback should help the student understand what must be done to improve e. The student must be able to use your feedback and take action f. The student must participate in their own assessment * It is active: NOT passive!

10. In your Science Formative Assessment book, please turn to page 21. Familiarize yourself with the definitions of the 6 stages of the SAIL model [Science, Assessment, Instruction, and Learning Cycle.]

11. On page 22-23, read about 1 stage that relates to a part of your lesson study that needs a formative assessment. Consider the connections to learning for that stage. On page 42-44, choose a category that and find 2-3 formative assessment that you’d like your groups to consider for your lesson study.

12. Summative Assessment Sums up what the student has learned for the purpose of assigning grades or overall achievement. - Decide whether students meet achievement objectives - Provide feedback to students on their progress - Formulate grades - Evaluate the overall education in a school or district.

14. MULTIPLE MEASURES IN THE CLASSROOM Multiple Choice Regular Enhanced Justified Open Ended Prompts Essay Short Answer Constructed Response Investigations (CRI) Performance Tasks

15. A.Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught. B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Items 15-16 Two items that ask for application in novel situations-that go beyond what was explicitly taught. Total for section A. Total for section B. Total for section C. Total /100

16.  Identify what you want kids to know (i.e., is this a concept or more rote memory?)  Does the assessment provide for inclusion of all students?  Does the assessment include appropriate elements of Bloom’s Taxonomy? MULTIPLE MEASURES IN THE CLASSROOM

17. Less Emphasis on assessing: More Emphasis on assessing: what is easily measuredwhat is more highly valued discrete knowledge rich, well-structured knowledge scientific knowledge scientific understanding and reasoning what students do NOT know to learn what students DO know only achievement achievement and opportunity to learn end of term assessment by teacher students engaged in ongoing assessment of their work and that of others development of external assessments by measurement experts alone teachers involved in the development of external assessments

18. MULTIPLE MEASURES IN THE CLASSROOM Multiple Choice Regular Enhanced Justified Open Ended Prompts Essay Short Answer Constructed Response Investigations (CRI) Performance Tasks

19. CHARACTERISTICS OF GOOD MULTIPLE CHOICE ITEMS Present a self-contained question or problem in the stem Contain as much of the item’s content as possible in the stem Does not begin each response option by repeating the same words Avoid negatively stated stems

20. CHARACTERISTICS OF GOOD MULTIPLE CHOICE ITEMS Provide only one correct or best answer Make response options as brief as possible Make response options grammatically parallel Make each choice option grammatically consistent with the stem Avoid “all of the above” and “none of the above”

21. CHARACTERISTICS OF GOOD MULTIPLE CHOICE ITEMS Avoid unintentional clues (e.g., one lengthy alternative) Make all alternatives plausible Alternate correct answer position randomly

22. CHARACTERISTICS OF GOOD MULTIPLE CHOICE ITEMS Present a self-contained question or problem in the stem Contain as much of the item’s content as possible in the stem Does not begin each response option by repeating the same words Avoid negatively stated stems

23. CHARACTERISTICS OF GOOD MULTIPLE CHOICE ITEMS Provide only one correct or best answer Make response options as brief as possible Make response options grammatically parallel Make each choice option grammatically consistent with the stem Avoid “all of the above” and “none of the above”

24. CHARACTERISTICS OF GOOD MULTIPLE CHOICE ITEMS Avoid unintentional clues (e.g., one lengthy alternative) Make all alternatives plausible Alternate correct answer position randomly

25. IS THE MULTIPLE CHOICE QUESTION… Assessing factual knowledge? Assessing conceptual understanding? Language dependent? Providing evidence to inform instruction? An appropriate “affect” for student and teacher?

26. OPEN-ENDED ASSESSMENTS: Some Considerations  Identify what you want kids to know (i.e., is this a concept or more rote memory?)  Does the assessment provide for inclusion of all students?  Does the assessment include appropriate elements of Bloom’s Taxonomy?

27. OPEN-ENDED ASSESSMENTS: Bloom’s Taxonomy

28. TYPES OF OPEN-ENDED ASSESSMENTS  Short answer  Essay  CRI (Constructed Response Investigation )

29. CRITERIA FOR OPEN-ENDED ASSESSMENTS SHORT ANSWER ITEMS  Prefer direct questions to incomplete statements  Solicit concise responses  Place the blank in the margin for a direct question and near the end of an incomplete sentence

30. CRITERIA FOR OPEN-ENDED ASSESSMENTS SHORT ANSWER ITEMS  Restrict the number of blanks for incomplete statements to one or, at the most, two  Provide sufficient answer space  Use equal length blanks

31. CRITERIA FOR OPEN-ENDED ASSESSMENTS ESSAY ITEMS  Define the student’s task explicitly  Specify the point value and an approximate time limit for each question  Employ more questions that require relatively short answers rather than fewer questions with long answers

32. CRITERIA FOR OPEN-ENDED ASSESSMENTS ESSAY ITEMS  Do not allow students to choose between questions  Write a trial response to each question to verify the question’s quality

33. CRITERIA FOR OPEN-ENDED ASSESSMENTS CONSTRUCTED RESPONSE INVESTIGATION (CRI)  Requires students to answer questions with their own words and ideas  Requires students to apply knowledge and skills in “real world” situations  Requires students to self-generate extended responses that support conjectures, justify conclusions, and substantiate experimental results

34. CRITERIA FOR PERFORMANCE TASK  Get Data  Manipulate Data  Interpret Data  Apply Data

35. RUBRICS AND SCORING GUIDES  A RUBRIC is an established set of generic criteria for scoring or rating students’ tests, portfolios, or performances.  A SCORING GUIDE is a specific set of criteria for a particular assignment/assessment. - Holistic Scoring- All items on a task are scored as a whole - Analytic- Each item on a tast is scored individually - Component- Similar items on a task are grouped and scored together

36. RUBRICS AND SCORING GUIDES A Rubric and Scoring Guide: Describes the levels of performance student is expected to attain relative to a desired standard of achievement. Includes descriptors, or performance descriptions, which tell the evaluator what characteristics or signs to look for in a student’s work and how to place that work on a predetermined scale. Rubrics and Scoring Guides are often supplemented by BENCHMARKS, or performance samples (i.e., anchor papers) that serve as a concrete standard against which other samples may be judged.

37. RUBRICS AND SCORING GUIDES A Four-Point Rubric or Scoring Guide: Levels of Mastery 4 = Exemplary response (Exceeds the standard) 3 = Good response (Meets the standard) 2 = Inadequate response (Below standard) 1 = Poor response (Does not meet standard)

38. ASSESSING STUDENT ACHIEVEMENT Using Multiple Measures Presented by: Dean Gilbert, Science Consultant Los Angeles County Office of Education Gilbert_Dean@lacoe.edu (562) 922-6896

39. © 2011 IMSS. All Rights Reserved.